OLGART: contribuições da dança na formação de sujeitos cidadãos na Escola Municipal Olga Figueiredo de Azevedo

Abstract

The dissertation investigates the following question: how can the Dance discipline developed with the OLGART Group at Escola Municipal Olga Figueiredo de Azevedo contribute to the formation of citizen subjects? The objective of the research was to describe and analyze these contributions from the experience of twelve years of service provided to the city of Salvador as a teacher in Dance. Therefore, a methodological path was built from the structuring elements of DIY practice, consisting of the following strategies: a) History of Life, in which I address my trajectory in public education in Salvador, highlighting the OLGART Group; b) Systematic review of the concept of subject, taking as the unit of analysis the articles from periodicals with qualis A1 and A2 from the SUCUPIRA platform of the Coordination for the Improvement of Higher Education Personnel in the “Arts” evaluation area, in the period 2015-2020; and finally, c) the evidential method, to explain the locus of study, which allowed the discussion of the role of Dance in the public school environment, through semi-structured interviews with students. Through this route, the hypothesis was verified that the experiences of the participants of the OLGART Group go beyond the development of technical and procedural skills and competences in Dance, and promote the recognition and appreciation of subject bodies, encouraging them to express themselves and position themselves. whether faced with daily or emergency issues of the surroundings where they are inserted with confidence. In this way, I identify that the participants exercise creativity, coexistence in groups, the ability to lead, incessantly sharpening curiosity and questions in their reading of the world. The research confirmed that participation in the OLGART Group contributes to the process of building citizenship, allowing students to transform their realities, and at the same time bringing to light the routine challenges of teachers in the context of basic education. Finally, I affirm through this research that projects like the OLGART Group are environments that promote the dialogue between Art and Culture in public education networks.